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Resident Mentorship Program
Mini-Manual
Developed by:
Dr. Arany Shanmugalingam (R5)
Department of Psychiatry
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Mission & Vision 3-4
Top Ten Reasons to Mentor 5-6
Definitions & Guiding Principles 7
Key Components 7-8
Mentorship Committee 8 How to Get Started
Time-line and Milestones 9-10
Sample Questionnaire for Mentor/Mentee Profile 11
First Time Communication Ice Breakers 12
Subsequent meeting topics ideas 12
Peer Support and Troubleshooting 12
Evaluations 13-14
References 15
Additional Resources 15
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Scenario 1:
You’ve matched to a residency program in another city in March…. By
May you’re trying to figure out which electives to select as you’d just
received an email from the university asking you to have them ready
a.s.a.p.…. You’re not sure how you’d fit among the other residents or
where you’ll even live…..You know you want to get more experience in a
certain subspecialty but don’t know who to contact….You feel like you’re
starting a new phase in your life and pray that the transition from being a
medical student to a physician with order-writing abilities would be
smooth.
Scenario 2:
You just started your second year of residency having thankfully gotten
through the first. You feel a bit more confident at work and haven’t
annoyed any nurses as of late with incorrect orders. You no longer have
insomnia the night before call, and at the very least know the best sushi
places around town. You’ve stumbled on a few great electives and some
that you’d rather avoid in the future. You also finally heard back from a
supervisor you’d been dying to work with but didn’t know about till five
months ago. You wonder that if you’d had some of this information
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before starting residency and through the first year, you wouldn’t have
felt so stressed out. You know that the transition from being a clerk to a
resident was rewarding but also challenging, and that you’re willing to
impart some of that hard earned wisdom to someone just about to go
through all that you just did.
It just so happens that the Psychiatry Residency Program at Western
University now has a formal mentorship program to address these two
very common scenarios, which everyone at some point has experienced.
We’ve successfully completed our pilot year of the program and wanted
to pass on what we’ve learned along the way, in the form of a mini-
manual. We also hope that future participants and coordinators of the
mentorship program will have these guidelines to build upon and
enhance. So……..let’s get to work!
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1) You’ll learn- By serving as a mentor, you’ll also learn from your mentees, enhance people-skills, and get to know yourself better.
2) Pay it forward- This is your chance to pay it forward, especially when you’ve had a positive mentorship experience in the past. It might also be your chance to have a corrective experience if you’ve had a negative experience in your past.
3) Recognition- It won’t go unnoticed when you’re dedicating your time to another person in the organization. If you’re in a formal mentorship program, it looks great on a CV and highlights that you’re a team player and therefore a big asset to an organization.
4) Review and Validate- When teaching another person, you often review and check what you know as you reframe all that you’ve learned about that subject.
5) Generativity (vs. Stagnation)- For you Psychiatry residents, this one hits home. As Erikson said, you can help guide the next generation coming behind you, or can give up (Stagnation). By mentoring, you’ve moved yourself into the Generativity Phase, and this may be the catalyst for further self-development.
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6) Positive Emotions- Usually, when having a positive effect on your mentee, pride and satisfaction are common emotions.
7) Future Payoffs- Although this may not your reason for helping your mentees out, when they are successful, they are often grateful to their mentors. This is a great networking relationship that may lead to future opportunities for you.
8) Helping your Organization- Mentoring can shorten learning curves, enhance employee well-being, and enhance team work. In the organizations’ eyes, this leads to increased productivity and quality.
9) Sharing your passion- When coaching someone just entering the work force, you’re in the position to get them just as excited about the job as you are! You love your job – why not encourage someone else to feel the same?
10) The world benefits- By contributing your time and energy and sharing your wisdom, you’ll be doing something good for society, one life at a time. 1
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Mentor= An experienced person who goes out of his/her way to help another person (mentee) do two things:
1) Set important goals 2) Build the competencies necessary to achieve them 2
Mentee= The person receiving help from the mentor
Coach= A person who closely observes another’s behaviours, breaks down those behaviors into specific discrete steps and provides suggestions for improving those behaviors. Mentors can be coaches when they have content expertise on a skill. 2
Relational Matching o Is of paramount importance and all mentorship relationships
should be voluntary o Both the mentor and mentee should feel comfortable with the
match3
Mutual Respect and Collaboration o Mentoring relationships should involve collaboration and mutual
discussion
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o Mentees have the right to use the information & knowledge provided by their mentors to make their own decisions3
Open & Honest Communication o This forms the foundation for a strong mentoring relationship3
Confidentiality o Both the mentors and mentees must honour the professional ethic
of confidentiality3
Encouragement o It is important for mentors to provide encouragement to mentees o Mentors have the responsibility to provide constructive feedback to
their mentees and encourage them in pursuing their goals3
Comprises of:
o Two residents who had served as mentors in the previous year
o Three to four mentor representatives
o One to two mentee representatives
o Staff Advisor
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The following is a basic time line to follow with certain milestones to hit…
January-February
The mentorship committee meets to establish who the mentors are for the following calendar year. (In our dept., the R2s are mentors for the incoming R1s.)
Collect mentorship profiles of the mentors (sample topics listed below)
March-April
Obtain the list of new residents after the CaRMS Match
Obtain their mentee profiles (see below)
The committee meets to compare the profiles and match mentors with mentees based on:
o Common interests o Shared career and personal goals o Time and level of involvement desired o IMG (International Medical Graduate) with another
IMG if possible or when requested
The mentors then contact the mentees they’ve been paired up with and away you go!
June
‘Meet and Greet’- here a chance to not only meet your mentor but also meet other mentors and mentees and network like there’s no tomorrow! You hit the ground running when you’ve met a bunch of people in your program before even you officially start residency on July 1st.
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September
Check-in with all pairs of mentors (individually) either by email, phone or via group meeting looking at:
o Any issues with the mentorship match o Concerns that have come up along the way
November-December
Winding down- o The formal mentorship as part of the program
comes to an end in December (although, the informal mentorship usually continues afterwards!)
Evaluation- o This can be in the form of narrative feedback or
formal (and simple) evaluation forms (a sample of which is provided below).
o Evaluations should be collected from both mentor and mentee, especially looking at what can be done to improve the program
o The mentees who have completed the program will then go on to become mentors in March for a new group of incoming residents.
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*Basic information about you (name, education, where you're from etc.)
__________________________________________________________________________________________________________________________________
_________________________________________________________________
*Areas of potential interest in Psychiatry (e.g. child psychiatry, research)
_______________________________________________________________ ___________________________________________________________________
_______________________________________________________________ * Hobbies and unique things about you _______________________________________________________________ _______________________________________________________________ *1 or 2 things that you would like to have in common with your mentor/mentee (e.g. similar career interests, family background, location, hobbies) _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ * Any expectations you may have as a mentee/mentor _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
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The first communication with your mentee might have you feeling a little awkward, but I can guarantee you that hearing from you would be such a relief for them, given all that they need to do before the July 1st start date.
Some topics to consider:
o Moving to London, setting up a place to live o Licensing information (CPSO, CMPA, PARO) o Elective/Selectives during first year o Tips to prepare for residency (reading material,
policies to know etc.)
This could be in person or email etc. and some areas that mentees have found useful to talk about are:
o career goals and people to connect with the achieve them
o stressors and/or difficulty coping
o academic achievement and areas needing improvement
o review of upcoming rotations and tips to get through them successfully
o work/life balance
o conflict resolution, ethical and clinical difficulties
An integral part of mentorship is the peer support and camaraderie that develops between mentors. During the first year of the pilot program, the mentors had met every 3 months to touch base with each other, share their experience and troubleshoot any issues together as a group. Although rare, if a concern arises from either the mentor or mentee that is sensitive in, the staff advisor (and the chairpersons if appropriate) should be notified for further guidance.
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This can be completed at least once a year toward the end. They mainly serve to ensure that program continues to improve.
(completed yearly)
Name (optional)___________________
How often did you meet/connect with your mentee on average?
o Once a month
o Quarterly
o Bi-annually
o Other
Were you satisfied with this frequency?
o Yes
o No (please indicate preferred frequency):____________________
Did you feel that the level of commitment needed on your part was:
o Excessive o Adequate
What was your impression of the mentorship program?
o Very useful o Satisfactory o Somewhat useful o Unhelpful
Was there anything you would like to see improve for the next year?
Additional Comments:
______________________________________________________________
______________________________________________________________
__
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(completed yearly)
Name (optional)___________________
How often did you meet/connect with your mentor on average in the past year?
o Once a month
o Quarterly
o Bi-annually
o Other
Were you satisfied with this frequency?
o Yes
o No (please indicate preferred frequency):____________________
Did you feel that the level of commitment needed on your part was:
o Excessive o Adequate
What was your impression of the mentorship program?
o Very useful o Satisfactory o Somewhat useful o Unhelpful
Did you feel you received adequate support from your mentor?
o Yes o No
What areas do you feel you would have liked more support? (Academic, work/life balance, stress management etc.)_______________________________________
___________________________________________________________________
Was there anything you would like to see improve for the next year?
Additional Comments: _____________________________________________
________________________________________________________________
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1) Philips-Jones, L.; “Reasons to be a mentor” (www.mentoringgroup.com) 2) Philips-Jones, L. (2003); “The Mentoring Coordinator’s Guide: How to plan
and conduct a successful mentoring initiative” (The Mentoring Group) 3) Rock, M., Cox, M.; “Mentoring: Sharing Knowledge, Empowering a
Future” 4) ‘Mentoring Resource Centre’, London Health Sciences Centre
(https://intra.lhsc.on.ca/priv/mentor/linkstor.htm)
1) “Teaching Mentees Boundaries” by Dr. Linda Phillips-Jones (http://www.mentoringgroup.com/html/articles/mentor_35.htm)
2) Dialog Prompts- (https://intra.lhsc.on.ca/priv/mentor/pdfs/dialog.pdf)
3) “Transitioning the Mentoring Relationship: Learn when to renew or end your
partnership” by Larry Ambrose
(http://www.ache.org/newclub/CAREER/MentorArticles/Transitioning.cfm)
4) “Mentoring Relationships: 7 tips for coming to closure” by Lois Zachary, Article from Mentoring & Protégé Vol 9. No. 4. Fall 1999. (http://www.leadservs.com/documents/article3.html)
5) “Making an Ongoing Mentoring Relationship Stronger and More Productive” by Dan Pinnington (http://apps.americanbar.org/lpm/lpt/articles/mgt08043.html)
